literacy assessment in year 2 longfield primary school
TRANSCRIPT
Literacy Assessment in Year 2
Longfield Primary School
What do we assess?
• Speaking and listening.
• Writing
• Reading
Speaking and Listening
• Not assessed through a task or test.• On-going teacher assessment
through observation.• Level 1, 2 or 3 will be reported to
parents at the end of the year.
What are we looking for?
• How well do children listen to teachers and other pupils and how do they respond?
• Can they answer questions?• Can they explain what someone else
has said?• Can they report back on a group
discussion?
How can Parents and Carers help?
• Give children opportunities to talk to you about what they do and see.
• Ask them open-ended questions and listen to the answers. (Questions beginning with why?, how?, and what do you think?)
• Encourage them to ask you questions.
WritingWriting
• Speaking and listening supports writing.
• The more a child can speak using a wide range of vocabulary, the better their writing, because they will use the words they know and understand.
How can you help?
- Play ‘Object I Spy’
- Silly Sentences
- Create a picture
- Finish my story
Assessment process for writing
• Statutory tasks only one part of process.
• Teachers look at a whole range of child’s work throughout the year.
• Teacher assessment level given for writing at the end of the year – including performance in the statutory tasks, not separately.
Tasks for writing
• Shorter task – 30 minutes• Longer task – 45 minutes• Spelling test – about 20 minutes• Handwriting
These will take place some time in the summer term – when we think the children are ready.
Types of writing through the year include:
Stories
Letters and notes
Non-chronological reports
Poetry
Recounts
Posters
Information
The assessment tasks will include some parts of some of these – all types of writing the children will already be very familiar with.
Levels at the end of Key Stage 1 (Year 2)
W 1 2c 2b 2a 3
Moving a child from 2C to a 2B or 3
• Grammar
• Sentence Structure
• Vocabulary Choices
How can a child move from 2C to 2B to 2A or 3?
Spelling in tasks.
• Want children to use interesting words.
• Not looking for perfect spelling – but use of phonics and spelling patterns.
Ghastly ghost
= Garstly goast
Secure Level 2
-Some variation in sentence openers and structure.-All sentences are punctuated,accurately, most are grammaticallycorrect.-Written in a sequence of related events that are linked.-Word choices appropriate for simpledescription of feelings and scenery.-High frequency words spelt correctly, Phonetically plausible attempts at digraphs.-Letters are formed correctly, but not consistent in size.
Marking of all tasks and tests.
• Whole process very low key.• Independent work.• National mark scheme.• Check marks and level judgements in
school.• LEA moderates schools.
Reading Assessment• Constantly assessing reading• Group Guided reading• Individual reading – running records• Each colour shelf for reading is linked
to a National Curriculum level.• Letter sent home every time your
child goes to the next reading colour shelf.
W W 1c 1b 1a 1a 1a 2c 2b 2a 3c 3c+
Pink Red Yellow
Blue Green Orange
Turquoise
Purple Gold White
Lime Brown
Reading Shelves and National Curriculum levels
Reading Tasks and Tests• Borderline 2c and below – reading
task.• Secure 2c and above – level 2 or
level 3 test.• Some children might do 2 tests or a
task and a test if they perform better than expected.
• Some practice tests over previous term so children become familiar with what to do.
What are we looking for?What are we looking for?
•Understanding of how a text works.
•Able to read for meaning
•Understand inference
Level 2 fiction
Level 3 Non-fiction Level 3 Non-fiction Reading BookletReading Booklet
Level 3 Questions
How can you help?
• Take turns in reading – encourage the child to ask you questions too.•Talk about every day things – encourage your child to use different vocabulary•Play spelling games such as Boggle / scrabble/ I Spy.•Write up word bursts
saidcried
shouted
Yelledwhispered
Word Burst